Engaged readers are often motivated to read, strategic in their approaches to comprehending what they read, knowledgeable in their construction of meaning from text, and socially interactive while reading. Sometimes to help readers with the goal of engagement, you actually need to work on comprehension.
“The book’s organization is incredible. There is an overview table at the start of each chapter to offer special guidelines so you can locate strategies based on the skill. Each strategy page addresses the population it helps, the genre/text type, the specific skill, ideas on how to teach it, along with prompts and charts.”— Middle Web
“Whether a teacher is working in a workshop instructional model, a guided reading/literacy center model, a basal reader/anthology model or a Daily 5 model, this book will fit very nicely into the instructional framework. For teachers stuck with a prescribed scope and sequence for instruction, this book will help the teacher meet the needs of those students who don’t fit neatly into a rigid instructional design.” — Russ on Reading
“The beauty of The Reading Strategies Book is in its simplicity, consistency, and organization. The 300 (!) strategies are broken up by goal, which mimic goals that we might have as teachers as we help students navigate various text types. These goals range from support for early readers to comprehending fiction in a variety of ways to improving comprehension of nonfiction to deepening students’ speaking and listening skills.” —Oakland Schools Literacy
From seating plans to Shakespeare, Teaching Outside the Box offers practical strategies that will help both new teachers and seasoned veterans create dynamic classroom environments where students enjoy learning and teachers enjoy teaching. This indispensable book is filled with no-nonsense advice, checklists, and handouts as well as a step-by-step plan to
In this book, author Doug Lemov offers the essential tools of the teaching craft so that you can unlock the talent and skill waiting in your students, no matter how many previous classrooms, schools, or teachers have been unsuccessful.
Read and learn as James O'Hanlon and Donald Clifton describe how elementary and secondary principals, identified as outstanding, carry out their work. According to the authors, these principals resemble highly effective managers in business in their adherence to the tenets of positive psychology. While the position of principal is highly demanding,
By reading at an appropriate pace, with proper phrasing and with intonation, expression, and emphasis on the correct words, a reader both communicates that the text is making sense and makes sense of the reading.
When summarizing, remember to tell what’s important. Tell it in the order it happened. Tell it in a way that makes sense.
To summarize only the most important information, it’s helpful to stop and say, “What was this story really about?”
Each chapter will have at least one important event. At the end of the chapter, stop and jot about what the most important event is.
Pay attention to tenses. If the verbs switch from present to past tense, you know the time has changed.
You can figure out what a character is feeling or learn about the kind of person a character is by relying on what you know about people in real life.
Think about a point of conflict in the story. Notice if the character acts differently before and after the conflict.
When we want to figure out a theme in a story, we can stop and jot an important note about what’s happening in the plot, and then we can infer by asking ourselves, “What’s the big idea about what’s happening in this story?”
To determine a story’s theme, it helps to first name some topics¬—one-word issues, ideas, or concepts.
We can uncover the real-world issues in the stories we’re reading and use what we read in books to think more deeply about our lives.